Supporting Mathematics Coaches’ Learning of Probability through Professional Development Tasks

Authors

  • Mary C Enderson Old Dominion University
  • Melva R Grant Old Dominion University
  • Yating Liu Art of Problem Solving

Keywords:

Mathematics coach, Probability, Problem Solving, Professional Development, Tasks

Abstract

This study was conducted to propose a framework of professional development tasks (PDTs) that may be used to enhance mathematics coaches’ content knowledge and understanding of student work, as well as to help them conceptualize their role in facilitating a professional learning community in school. In this qualitative design experiment, researchers developed and implemented a set of PDTs to use with elementary and middle school mathematics coaches. The PDTs, with a focus on K-8 probability topics, required coaches to conduct mathematics problem solving, student work analysis, and create a community to reflect individually and collaboratively on such experiences. Qualitative data from the coaches’ self-reflective writing indicated a positive impact of PDTs and work samples illustrated their experiences in the learning process. The structure of PDTs used in the study was synthesized into a framework that could be utilized by coach or teacher educators as a generic tool for professional development.

Author Biographies

Mary C Enderson, Old Dominion University

Associate Professor of Mathematics EducationCo-director of MonarchTeach Program

Melva R Grant, Old Dominion University

Associate Professor of Mathematics Education

Yating Liu, Art of Problem Solving

National Operations Director of AoPS Academy

References

Enderson, M.C., Grant, M.R., & Liu, Y. (2018). Supporting mathematics coaches’ learning of probability through professional development tasks. International Journal of Research in Education and Science (IJRES), 4(2), 613-632. DOI:10.21890/ijres.428976

Downloads

Published

2018-05-31

Issue

Vol 4, No 2 (2018)

Section

Abstracts

License

Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.

The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Research in Education and Science (IJRES), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.

Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.